[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-281751-105":53,"doc-detail-281751-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","district-self-assessment-tool-5-ingredients-8-7-16","District Self-Assessment Tool - 5 - Ingredients - 8-7-16","","District chronic-absence self-assessment actions are organized across three ingredient sets: accurate daily attendance data entry; regular calculation and use of chronic absence levels by district, grade, school, sub-population, and when possible zip code; and monthly data review by school and district teams. Students and parents access easy-to-understand attendance risk information. The tool also addresses proactive parent communication, multilingual training for families, timely positive outreach when chronic absence signs appear, ongoing follow-up, and recognition of effective examples, supported by clear policy manuals and district capacity building with lead teams and tiered implementation responsibilities.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":36,"@type":70,"position":76},"https://docshare.wps.com/template/forms/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/district-self-assessment-tool-5-ingredients-8-7-16/281751/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/district-self-assessment-tool-5-ingredients-8-7-16/281751.png","ImageObject",442,249,{"name":88,"@type":89},"supergirl","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-22","2026-09-16",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",8,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"How often should chronic absence levels be calculated and reviewed?","Question",{"text":109,"@type":110},"Chronic absence levels are calculated ideally at least monthly, and school site teams and a district team receive and use the data at least once a month.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What data should be used to identify students at risk of chronic absence?",{"text":114,"@type":110},"The tool uses chronic absence levels overall and by grade, school, and student sub-populations (and by zip code if possible). It also provides a list of students by grade who have missed 10% or more of school.",{"name":116,"@type":107,"acceptedAnswer":117},"How do families and students access attendance information and get support?",{"text":118,"@type":110},"Students and parents can access their own attendance data in an easy-to-understand format showing whether the student is at risk due to chronic absence. When signs are detected, someone reaches out positively to the student and family and pursues follow-up until contact is made.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},281751,1790165510,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":35,"category_name":36,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":142,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","1. Attendance data is  \nentered accurately on a daily basis for each student into an electronic database.  \nActionable Data: 1 of 4  \n2. Data on levels of chronic  \nabsence are calculated (ideally at least monthly) for our district as a whole as well as by grade, school, student sub-population and, if possible, by zip code.  \nActionable Data: 2 of 4  \n3. At least once a month, school site  \nteams & a district team receive & use data on the current level of chronic absence overall, by school, and by grade. School teams also receive a list of the students by grade who have missed 10% or more of school.  \nActionable Data: 3 of 4  \n4. Students & parents can access their  \nown attendance data in a format that is easy to understand & shows them if the student is at risk due to chronic absence (ideally they can also track problematic academic performance or behavior that maybe related to absences).  \nActionable Data: 4 of 4  \n1. Our district, from the Superintendent  \nto our materials (flyers, handbook, back to school letters, etc.), clearly & consistently conveys messages about the importance of daily attendance & reducing absences in communications with parents & the general public, as well as other key stakeholders.  \nPositive Engagement: 1 of 4  \n2. High quality trainings & workshops are  \navailable throughout the year & in the home languages of families to help parents understand how to help their children succeed in school. These include explaining why attendance matters, how to access data on their children’s attendance and performance,& what parents can do to ensure daily attendance.  \nPositive Engagement: 2 of 4  \n3. As soon as signs of chronic absence are  \ndetected, someone (from the school, district, community partner, health providers, volunteers, etc.) reaches out to the student & family in a positive way to let them know they were missed, to encourage improved attendance, & to identify needed supports. Follow-up is pursued until contact is made.  \nPositive Engagement: 3 of 4  \n4. We recognize positive  \nexamples of students, families, teachers, schools, and community partners improving attendance and use these examples to inspire action and identify best practices.  \nPositive Engagement: 4 of 4  \n1. We have a widely disseminated,  \ncomprehensive attendance policy and practice manual that clearly lays out why attendance matters, describes what schools and the district will do to build a positive culture of attendance, and outlines when and how to respond to student absences.  \nCapacity Building: 1 of 4  \n2. We have identified a lead and  \nteam from the district whose responsibility it is to develop and ensure implementation of a systemic, tiered approach to reducing chronic absence.  \nCapacity Building: 2 of 4","cbCairPaHRU9C5CS","https://ap.wps.com/l/cbCairPaHRU9C5CS","pdf",197511,20,"English","# Actionable Data\n## Data entry and chronic absence calculations\n## Monthly review and targeted student lists\n## Parent and student access to attendance risk info\n# Positive Engagement\n## District-wide communication about attendance\n## Multilingual trainings for families\n## Positive outreach and follow-up\n## Recognition of successful examples\n# Capacity Building\n## Attendance policy and practice manual\n## District lead team for tiered approach","[{\"question\":\"How often should chronic absence levels be calculated and reviewed?\",\"answer\":\"Chronic absence levels are calculated ideally at least monthly, and school site teams and a district team receive and use the data at least once a month.\"},{\"question\":\"What data should be used to identify students at risk of chronic absence?\",\"answer\":\"The tool uses chronic absence levels overall and by grade, school, and student sub-populations (and by zip code if possible). It also provides a list of students by grade who have missed 10% or more of school.\"},{\"question\":\"How do families and students access attendance information and get support?\",\"answer\":\"Students and parents can access their own attendance data in an easy-to-understand format showing whether the student is at risk due to chronic absence. When signs are detected, someone reaches out positively to the student and family and pursues follow-up until contact is made.\"}]","District Self-Assessment Tool - 5 - Ingredients - 8-7-16 | PDF",1789567893,7]